| Parents with autistic child always struggle their | | | | methods. Punishment should also be consistent as |
| ways to care and teach their children. Some may | | | | this will not confuse the child. If one parent is |
| use the right method while some are lax and | | | | more lax than the other, the child will get his way |
| simply give up. To children with autism, discipline is | | | | and the teaching have to begin all over again. |
| hard to be implemented but this does not mean it | | | | Timing is the last but not least method. If the child |
| is not important. When it comes to disciplining | | | | makes offense, he should be punished |
| your autistic child, there are three strong points to | | | | immediately using the same method as your |
| remember, be positive, timely and consistent. | | | | spouse. You should not wait for your spouse to |
| Positive methods are strongly recommended | | | | get home as the child might forget his mistake |
| when teaching them with autism. This simply | | | | and get confused for being punished for other |
| means good behaviors should be rewarded and | | | | reasons. If the child repeats the same offense, he |
| negative ones should be simply ignored. When | | | | should be punished the same way as before. This |
| your child behave badly, it is important for parents | | | | gives the child a clear message that what will |
| to find out why. The child may want to express | | | | happen if he repeats the mistake. |
| his or her stress and frustration. When parents | | | | Parenting for children with it is taxing. Avoid yelling |
| observe such situation, the child must be | | | | and screaming at your child as stress will ignite |
| removed from the situation immediately as these | | | | your child negative behavior. Always remember |
| children have the tendencies to hurt themselves. | | | | that special child require special care and teaching |
| Disciplining your child should be consistent; both | | | | methods. |
| parents must have similar philosophy and teaching | | | | |